Persuasive Technology for Learning in Business Context

"Persuasive Design is a relatively new concept which employs general principles of persuasion that can be implemented in persuasive technology. This concept has been introduced by BJ Fogg in 1998, who since then has further extended it to use computers for changing attitudes and behaviour. Such principles can be applied very well in learning and teaching: in traditional human-led learning, teachers always have employed persuasion as one of the elements of teaching. Persuasive technology moves these principles into the digital domain, by focusing on technology that inherently stimulates learners to learn more quickly and effectively. This is very relevant for the area of Business Management in several aspects: Consumer Behavior, Communications, Human Resource, Marketing & Advertising, Organisational Behavior & Leadership. The persuasive principles identified by BJ Fogg are: reduction, tunnelling, tailoring, suggestion, self-monitoring, surveillance, conditioning, simulation, social signals. Also relevant is the concept of KAIROS, which means the just-in-time, at the right place provision of information/stimulus. In the EuroPLOT project (2010-2013) we have developed persuasive learning objects and tools (PLOTs) in which we have applied persuasive designs and principles. In this context, we have developed a pedagogical framework for active engagement, based on persuasive design in which the principles of persuasive learning have been formalised in a 6-step guide for persuasive learning. These principles have been embedded in two tools – PLOTmaker and PLOTLearner – which have been developed for creating persuasive learning objects. The tools provide specific capability for implementing persuasive principles at the very beginning of the design of learning objects. The feasibility of employing persuasive learning concepts with these tools has been investigated in four different case studies with groups of teachers and learners from realms with distinctly different teaching and learning practices: Business Computing, language learning, museum learning, and chemical substance handling. These case studies have involved the following learner target groups: school children, university students, tertiary students, vocational learners and adult learners. With regards to the learning context, they address archive-based learning, industrial training, and academic teaching. Alltogether, these case studies include participants from Sweden, Africa (Madagascar), Denmark, Czech Republic, and UK. One of the outcomes of this investigation was that one cannot apply a common set of persuasive designs that would be valid for general use in all situations: on the contrary, the persuasive principles are very specific to learning contexts and therefore must be specifically tailored for each situation. Two of these case studies have a direct relevance to education in the realm of Business Management: Business Computing and language learning (for International Business). In this paper we will present the first results from the evaluation of persuasive technology driven learning in these two relevant areas.

Persuasive Technology for Learning and Teaching – The EuroPLOT Project

The concept of persuasive design has demonstrated its benefits by changing human behavior in certain situations, but in the area of education and learning, this approach has rarely been used. To change this and to study the feasibility of persuasive technology in teaching and learning, the EuroPLOT project (PLOT = Persuasive Learning Objects and Technologies) has been funded 2010-2013 by the Education, Audiovisual and Culture Executive Agency (EACEA) in the Life-long Learning (LLL) programme. In this program two tools have been developed (PLOTMaker and PLOTLearner) which allow to create learning objects with inherently persuasive concepts embedded. These tools and the learning objects have been evaluated in four case studies: language learning (Ancient Hebrew), museum learning (Kaj Munk Museum, Denmark), chemical handling, and academic Business Computing. These case studies cover a wide range of different learning styles and learning groups, and the results obtained through the evaluation of these case studies show the wide range of success of persuasive learning. They also indicate the limitations and areas where improvements are required

A TRPV Channel Modulates C. elegans Neurosecretion, Larval Starvation Survival, and Adult Lifespan

For most organisms, food is only intermittently available; therefore, molecular mechanisms that couple sensation of nutrient availability to growth and development are critical for survival. These mechanisms, however, remain poorly defined. In the absence of nutrients, newly hatched first larval (L1) stage Caenorhabditis elegans halt development and survive in this state for several weeks. We isolated mutations in unc-31, encoding a calcium-activated regulator of neural dense-core vesicle release, which conferred enhanced starvation survival. This extended survival was reminiscent of that seen in daf-2 insulin-signaling deficient mutants and was ultimately dependent on daf-16, which encodes a FOXO transcription factor whose activity is inhibited by insulin signaling. While insulin signaling modulates metabolism, adult lifespan, and dauer formation, insulin-independent mechanisms that also regulate these processes did not promote starvation survival, indicating that regulation of starvation survival is a distinct program. Cell-specific rescue experiments identified a small subset of primary sensory neurons where unc-31 reconstitution modulated starvation survival, suggesting that these neurons mediate perception of food availability. We found that OCR-2, a transient receptor potential vanilloid (TRPV) channel that localizes to the cilia of this subset of neurons, regulates peptide-hormone secretion and L1 starvation survival. Moreover, inactivation of ocr-2 caused a significant extension in adult lifespan. These findings indicate that TRPV channels, which mediate sensation of diverse noxious, thermal, osmotic, and mechanical stimuli, couple nutrient availability to larval starvation survival and adult lifespan through modulation of neural dense-core vesicle secretion

On your feet: protocol for a randomized controlled trial to compare the effects of pole walking and regular walking on physical and psychosocial health in older adults

Physical activity is associated with better physical and mental health in older adults. Pole walking is a form of walking which may have additional health benefits in older adults, because of the addition of hand held poles, and consequent upper limb involvement. However, few studies have examined the potential additional effects of pole walking on physical and psychosocial health in older adults compared with walking. The aim of this study is to compare the effect of a pole walking program with the effects of a walking program, on physical and psychosocial wellbeing, in older adults in assisted living facilitie